Supplementary Document 1 LIVE Teaching Unit Sheets

1

Supplementary Document 1

LIVE Teaching Unit Sheets

PREAMBLE

This file is the supplementary document 1 for the project of the Erasmus Mundus Joint Master Degree

“Leading International Vaccinology Education” (LIVE+). LIVE+ is submitted to the Erasmus Mundus call of

Feb 15th, 2018.

This document contains:

- Figures and tables explaining the general organisation of the LIVE+ programme

- All the teaching unit sheets describing: Title, ECTS, hours, Head, programme, learning outcomes and

assessment methods.

- Example of schedule and all the evaluation forms required to assess the Master thesis

Note: Next page, the Table of Contents is interactive and

hyperlinks refer to the paragraph

2

TABLE OF CONTENTS: CLICK TO NAVIGATE LIVE general organisation. ...........................................................................................................3 S1 teaching unit sheets ...............................................................................................................9

DYNAMICS OF INNATE AND ADAPTIVE IMMUNITY .................................................................................................... 10 FUNCTIONAL ANATOMY OF THE IMMUNE SYSTEM ................................................................................................... 11 ANTIGEN RECOGNITION .............................................................................................................................................. 12 RECEPTOR SIGNALLING ............................................................................................................................................... 13 MECHANISMS OF IMMUNOPATHOLOGY.................................................................................................................... 14 AUTOIMMUNITY ......................................................................................................................................................... 15 IMMUNODEFICIENCIES ............................................................................................................................................... 16 IMMUNE RESPONSE TO PATHOGENS ......................................................................................................................... 17 LANGUAGES (Universitat Autònoma de Barcelona) ................................................................................................... 18

S2 teaching unit sheets ............................................................................................................. 19 IMMUNE SYSTEM IN EARLY LIFE, PREGNANT WOMEN AND ELDERLY ....................................................................... 20 DESCRIPTION AND VARIABILITY OF PATHOGENS ....................................................................................................... 21 HOST-PATHOGEN INTERACTIONS ............................................................................................................................... 22 CLINICAL DRUG RESEARCH.......................................................................................................................................... 23 NOVEL TECHNOLOGIES, VACCINE ADMINISTRATION ROUTES & ADJUVANTS ........................................................... 24 VACCINE MANUFACTURING & QUALITY CONTROL, REGULATORY APPROVAL PROCESSES ....................................... 25 ADVANCED DATA ANALYSIS ........................................................................................................................................ 26 SUMMER SCHOOL ON VACCINOLOGY ........................................................................................................................ 27 ANIMAL SCIENCE (e-learning) ..................................................................................................................................... 28 LANGUAGES 2 (University of Antwerp) ...................................................................................................................... 29

S3 teaching unit sheets ............................................................................................................. 30 IMMUNOLOGY AND CANCER ...................................................................................................................................... 31 EPIDEMIOLOGY ........................................................................................................................................................... 32 VACCINE FORMULATION ............................................................................................................................................ 33 CLINICAL VACCINE DEVELOPMENT ............................................................................................................................. 34 IMMUNOMONITORING OF PRECLINICAL AND CLINICAL TRIAL .................................................................................. 35 VACCINE SPECIFIC APPLICATIONS ............................................................................................................................... 36 COMMUNICATING ON VACCINES AND PUBLIC HEALTH ............................................................................................. 37 PROJECT MANAGEMENT............................................................................................................................................. 38 LANGUAGES 3 / LANGUAGES 4 (University of Claude Bernard Lyon 1) ..................................................................... 39

S4 teaching unit sheets ............................................................................................................. 40 MASTER THESIS ........................................................................................................................................................... 42

Table: Assessment methods of teaching units ............................................................................ 43 Master Thesis (example year 2017-18) schedule, guidelines & evaluation ............................................................... 45 Criteria for Bibliography Report .................................................................................................................................. 46 Criteria for the Master thesis ...................................................................................................................................... 46 Defence ....................................................................................................................................................................... 48

EVALUATION FORM AND SHEETS PROVIDED .............................................................................. 49 INTERNSHIP INSTALLATION SHEET ............................................................................................................................. 50 Bibliography report evaluation criteria ....................................................................................................................... 52 Master thesis evaluation criteria ................................................................................................................................ 54 BIBLIOGRAPHY REPORT EVALUATION FORM MASTER THESIS EVALUATION FORM PROFESSIONAL WORK EVALUATION FORM MASTER DEFENCE EVALUATION FORM

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LIVE general organisation

The students will study at higher level a first specialisation in immunology and immunopathology in

Barcelona, then a second specialisation in infectiology including microbiology, virology and host-pathogen

interactions in Antwerp and a third specialisation in vaccinology in Lyon/ Saint-Etienne, to reach the level

for doing a master thesis.

Figure: General organisation and mobility during the LIVE master

Figure: Selection process

Figure: Mobility scheme

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Figure: Management of the internship proposals

Figure: Management of internship

University Semester Country

ECTS

% in master

Universitat de Barcelona (UB) S1 + S4 4.5 + 4.5 7.5

Universitat Autònoma de Barcelona (UAB) S1 + S4 25.5 + 4.5 25 University of Antwerp (AU) S2 + S4 30 + 9 32.5

Université Jean Monnet Saint-Etienne (UJM) S3 + S4 15 + 4.5 16.25

Université Claude Bernard Lyon 1 (UCBL) S3 + S4 15 + 7.5 18.75

UB + UAB Spain 39 32.5

AU Belgium 39 32.5

UCBL + UJM France 42 35

University of Florence Italy conferences

Université Libre de Bruxelles Belgium conferences

All universities Mobility 120 100

Table: Contribution of European universities and countries in LIVE

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Table: Distribution of the executive functions

Topics S1

ECTS Spain

S2 ECTS

Belgium

S3 ECTS

France

S4 ECTS SP-BE-

FR

TOTAL ECTS /

field % in Master

(1) Immunology, immunopathology 21 3 3 27 22.5

(2) Infectiology, Epidemiology 6 12 3 21 17.5 (3) Research, Clinical & Industrial Vaccinology

9 12 21 17.5

(4) Multidisciplinary training, including languages

3 6 12 3 24 20

(5) Professional Internship, Master thesis

27 27 22.5

Total ECTS / semester 30 30 30 30 120 100 (1-3) Core scientific knowledge 27 24 18 69 57.5

(4-5) Multidisciplinary aspects 3 6 12 30 51 42.5

Table: Distribution of the main scientific topics between the four semesters

Partner organizations Management tasks

UCBL Central Manager (CM) Christine DELPRAT

Programme secretariat, central management of the study programme, monitoring the awarding of the multiple national diplomas and future LIVE joint Diploma, editing the Diploma Supplement, monitoring interface with IT and iCAP dpt at UCBL: MyLIVE application, LIVE website and LIVE blog structure, MOOC dvpt, digital evaluation, e-learning; (ii) Central management of grants: recruitment of LIVE Assistant, payment of student allowances, distribution of the participation costs, financial agreements with associated partners…; (iii) Meeting organisation: AMB, SC, EliC, I-QAC, E-QAC, editing the CA and the student agreement validated by the AMB; (iv) business development and sponsoring management: recruitment of Business dvpt Manager; (v) Reporting to EACEA

UAB-UB Selection Managers (SelM) Dolores JARAQUEMADA Thomas STRATMANN

Organisation of the applicant selection procedures

UAntwerp Quality Assurance Manager (QAM) Peter DELPUTTE

Organisation of the Quality Assurance (QA) according to the QA scheme

UJM Communication Manager (ComM) Stéphane PAUL

LIVE communication, advertisement, LIVE blog & website contents

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LIVE grading system Mention - explanation

LIVE, Belgian, French

scores range 0-20

Spanish score ranges 0-10

Excellent – outstanding performance X ≥ 18 X ≥ 9

Very Good – above the average standard but with some errors

16 ≤ X < 18 8 ≤ X < 9

Good – generally sound work with a number of notable errors

14 ≤ X < 16 7 ≤ X < 8

Satisfactory – fair but with significant shortcomings 12 ≤ X < 14 6 ≤ X < 7

Sufficient – performance meets the minimum criteria

10 ≤ X < 12 5 ≤ X < 6

Fail – some more work required before the ECTS can be awarded

8 ≤ X < 10 4 ≤ X < 5

Fail – considerable further work is required 6 ≤ X < 8 3 ≤ X < 4

Table: Common grading system for the LIVE students

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Table 1 : Teaching unit title, heads and ECTS Head of the teaching unit S1 S2 S3 S4 TOTAL ECTS

Dynamics of innate and adaptive immunity (1) VIDAL, Silvia CELADA, Antonio

3 3

Functional anatomy of the immune system (1) ROURA-MIR Carme 3 3

Antigen recognition (1) ALVAREZ Iñaki 3 3

Receptor signaling (1) ESPEL Enric SOLER Concepció

3 3

Mechanisms of immunopathology (2) PUJOL-BORRELL Ricardo 3 3

Autoimmunity (2) PUJOL-BORRELL Ricardo 3 3

Immunodeficiencies (2) HERNÁNDEZ, Manuel DE LA CALLE Oscar

3 3

Immune responses to pathogens (2) JARAQUEMADA Dolores 6 6

Languages 1: French, Spanish (6) PRATS-CARRERAS Sònia 3 3

Immune system in early life, pregnant women and elderly (1) LEURIDAN Elke VAN DAMME Pierre

3 3

Description & variability of pathogens (3) DELPUTTE Peter 6 6

Host-pathogen interactions (3) KESTENS Luc, CALJON Guy 3 3

Clinical drug research (3) VAN DAMME Pierre 3 3

Novel technologies, vaccine administration routes & adjuvants (4) DELPUTTE Peter 3 3

Vaccine manufacturing & quality control, regulatory approval process (4) DELPUTTE Peter 3 3

Advanced data analysis (option) (5) LAUKENS Kris, MEYSMAN Pieter 3 3

Summer school on vaccinology (4) LEURIDAN Elke VAN DAMME Pierre

3 3

Animal science e-learning (option) (5) VAN GINNEKEN Chris 3 3

Languages 2: English, French, German, Italian, Spanish (6) LE PAGE Els 3 3

Immunology & cancer (2) DELPRAT Christine 3 3

Epidemiology (3) VANHEMS Philippe 3 3

Vaccine formulation (4) PAUL Stéphane 3 3

Clinical vaccine development (4) LUCHT Frédéric 3 3

Immunomonitoring of preclinical and clinical vaccine trials (4) ROCHEREAU Nicolas 3 3

Vaccine specific applications (4) PAUL Stéphane 3 3

Communicating on vaccines & public health (5) PAUL Stéphane, DELPRAT Christine 6 6

Project management (5) GILBERT Christophe 3 3

Languages 3: English, French, German, Italian, Spanish (6) PIGAT Joann 3 3

Master thesis (7) Local coordinator 27 27

Languages 4: English, French, German, Italian, Spanish (6) PIGAT Joann 3 3

Table: Teaching unit title, head and ECTS

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Field

ECTS

% in master

(1) Immunology 15 12.5

(2) Immunopathology 18 15

(3) Infectiology 15 12.5

(4) Research & clinical vaccinology 21 17.5

(1-4) Core scientific knowledge 69 57.5 (5) Transferable and multidisciplinary skills

12 10

(6) Languages 12 10

(7) Internship 27 22.5

(5-7) multidisciplinary tasks 51 42.5

Table: Languages and multidisciplinary achievements in LIVE

Teaching unit title S1 S2 S3 S4 TOTAL ECTS

Total ECTS / semester 30 30 30 30 120

(1) Immunology, immunopathology 21 3 3 27

(2) Infectiology, Epidemiology 6 12 3 21

(3) Research, Clinical & Industrial Vaccinology

9 12 21

(4) Multidisciplinary training, including languages

3 6 12 3 24

(5) Professional Internship, Master thesis

27 27

Table: Main fields in the LIVE

University Semester Country

ECTS

% in master

Universitat de Barcelona (UB) S1 + S4 4.5 + 4.5 7.5

Universitat Autònoma de Barcelona (UAB) S1 + S4 25.5 + 4.5 25

University of Antwerp (AU) S2 + S4 30 + 9 32.5

Université Jean Monnet Saint-Etienne (UJM) S3 + S4 15 + 4.5 16.25

Université Claude Bernard Lyon 1 (UCBL) S3 + S4 15 + 7.5 18.75

UB + UAB Spain 39 32.5 AU Belgium 39 32.5

UCBL + UJM France 42 35

University of Florence Italy conferences

Université Libre de Bruxelles Belgium conferences

All universities Mobility 120 100

Table: Contribution of European universities and countries in LIVE

SupDoc1 - Table 1: Teaching units of the semester 1 in Barcelona (Spain)

SupDoc1 - Table 2: Teaching units of the semester 2 in Antwerp (Belgium)

SupDoc1 - Table 3: Teaching units of the semester 3 in Lyon / Saint-Etienne (France)

SupDoc1 - Table 4: Teaching units of the semester 4

SupDoc1 - Table 5: Assessment methods of teaching units

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S1 teaching unit sheets

S1 Teaching Units (TU)

Immuno -logy

Immuno

Pathology

Languages TOTAL

ECTS / TU

Dynamics of innate and adaptive immunity

3 3

Functional anatomy of the immune system

3 3

Antigen recognition 3 3

Receptor signalling 3 3

Mechanisms of immunopathology 3 3 Autoimmunity 3 3

Immunodeficiencies 3 3

Immune responses to pathogens 6 6

Languages 1: French, Spanish 3 3

Total ECTS / field 12 15 3 30

Table 1: Teaching units of the semester 1 in Barcelona (Spain)

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DYNAMICS OF INNATE AND ADAPTIVE IMMUNITY

ECTS Lectures (hours/student)

Tutorials (hours/student)

Practical work (hours/student)

Internship (weeks/student)

Digital learning

3 35 8 0 0 0

Management Institute: PART 1 Universitat Autònoma de Barcelona

PART 2 Universitat de Barcelona

Teaching unit head (NAME, surname): VIDAL, Silvia (Part 1) and CELADA, Antonio (Part 2)

Position: Associate Professor and Professor of Immunology

TEACHING UNIT PROGRAMME:

Contact: Antonio CELADA e-mail: [email protected] Keywords : Natural defences; innate immune cells; innate receptors; innate effector mechanisms; inflammation; adaptive response; effector cells; adaptive effector mechanisms; immune regulation; tolerance; peripheral mechanisms of regulation; cytokines Aims: PART 1 1. Introduction: the immune system; 2. Cellular and molecular elements of the innate immune response; 3. From recognition to the effective destruction of pathogens 4. Components and phases of inflammation 5. How an innate immune response induces an adaptive immune response. 6. Cells, molecular elements and effector mechanisms of adaptive immune response 7. First barrier against pathogens: Mucosa as physical, chemical, microbial and immunological defence PART 2 8. Regulation of the immune response. Overview 9. Cytokines I. General properties 10. Cytokines II. Innate and adaptive immune responses 11. Cytokines III. Th1, Th2, Th17 and friends 12. Treg cells 13. Other levels of regulation. Immunosenescence. 14. Seminars 15. Practical training: basic laboratory skills Teaching Staff: - Dr. Silvia Vidal, Head of Part 1, Associate Professor of Immunology, Department of Cell Biology, Physiology and Immunology and Research Group Leader, Institut de Recerca Hosp Sant Pau, UAB - Prof. Antonio Celada, Head of Part 2, Professor of Immunology, Department of Cell Biology, Physiology and Immunology, UB. Group Leader, Biology of Macrophage Research Group, Parc Scientific of Barcelona - Other speakers to be announced: tutorials will involve seminars given by experts and discussion with the students Learning outcomes: The course is intended for the students to achieve an understanding of the essentials of innate and adaptive immune responses and their regulation.

Assessment methods

Oral questioning Presentation Practice report

Written examination Bibliography report Internship unwinding

Report / thesis Digital productions (video, poster, software, wiki…)

Other (specify) : Multiple choice test

Teaching unit jury (NAME, surname)

1) VIDAL Silvia 2) CELADA Antonio

mailto:[email protected]

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FUNCTIONAL ANATOMY OF THE IMMUNE SYSTEM





Digital learning

3 18 6 6 0 0

Management Institute: Universitat Autònoma de Barcelona Teaching unit head (NAME, surname): ROURA-MIR Carme Position: Associate Professor

TEACHING UNIT PROGRAMME:

Contact: Carme ROURA-MIR

e-mail : [email protected]

Keywords : primary and secondary immune organs, cell traffic, homing, lymphocyte development,

tolerance induction, adaptive immune response in lymph nodes, spleen, mucosa, immunological

memory

Aims of “Functional anatomy of the immune response” :

1. Anatomy of the immune system; 2. Histology of the immune system

3. Functional anatomy: primary organs. Lymphocyte development, selection, tolerance

4. The immune system and the lymphocyte traffic: homing

5. Functional anatomy: the adaptive immune response. Lymph nodes and spleen

6. Functional anatomy: the immune response in mucosa

7. Histology Laboratory Practicals; 8. Histology Laboratory Practicals; 9. Tutorial

Speakers:

Dr. Carme Roura-Mir, Head of the Teaching Unit, Senior Lecturer in Immunology, Department of Cell

Biology, Physiology and Immunology (BCFI), UAB

Dr. Mercè Martí, Senior Lecturer in Immunology, BCFI, UAB

Dr. Ricardo Pujol-Borrell, Professor of Immunology, BCFI, UAB

Dr. Dolores Jaraquemada, Professor of Immunology, BCFI, UAB

Dr. Martí Pumarola, Professor of Histology, Department of Animal Surgery and Medicine, Faculty of

Veterinary Sciences, UAB

Dr. Miguel Vicente-Manzanares, Senior Investigator, CSIC Cancer Centre, Salamanca

Learning outcomes:

The course is intended for the students to achieve a full understanding on the location, distribution,

structure and function of the different anatomical components of the immune system and its

interconnection with the rest of the body systems.

Assessment methods




Other (specify) : assistance


1) ROURA-MIR Carme 2) JARAQUEMADA Dolores


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ANTIGEN RECOGNITION





Digital learning

3 21 6 6 0 0

Management Institute: Universitat Autònoma de Barcelona, Faculty of Biosciences

Teaching unit head (NAME, surname): ALVAREZ Iñaki Position: Associate Professor

TEACHING UNIT PROGRAMME: Contact: Iñaki ALVAREZ


Keywords : MHC, HLA, H-2, T cell receptors, B cell receptors, immunoglobulins, NK receptors,

immunobioinformatics

Aims of “Antigen Recognition” :

1. The B cell receptors: immunoglobulins;

2. The T cell receptors

3. The HLA system;

4. The H-2 system and its use in research

5. Antigen processing and presentation;

6. Non classical antigen presenting molecules

7. The KIR family of receptors;

IMMUNOBIOINFORMATICS –

8. Introduction;

9. Immunobioinformatics – practical applications to immunogenetics;

10. Immunobioinformatics – practical applications to vaccine design;

11. Modeling of molecule interactions;

12. Modeling of molecule interactions

Speakers:

Teaching Staff Immunology from Universitat Autònoma de Barcelona.

Invited speaker: Prof Yaqoub Ashhab, Polytecnic University of Palestine, Hebron

Prof Xavier Daura, Bioinformatics Unit, IBB, UAB

Other speakers will be invited based on their excellence.

The tutorials will focus on the use of bioinformatic tools applied to Immunology and immunogenetics.

Resolution of bioinformatics problems will be part of the assessment (25%)

Learning outcomes:

Knowing the main structures of antigen recognition in the adaptive immune response and their

genetics. Basic bioinformatics applied to the study of immunology;

Assessment methods




Other (specify) :Resolution of Bioinformatics problem


1) ALVAREZ Iñaki 2) DAURA Xavier 3) ASHHAB Yaqoub


13

RECEPTOR SIGNALLING





Digital learning

3 12 6 8 0 0

Management Institute: Universitat de Barcelona Teaching unit head (NAME, surname): ESPEL, Enric and SOLER Concepció Position: Senior Lecturer in Immunology

TEACHING UNIT PROGRAMME: Contact: Concepcio SOLER

e-mail : [email protected] Enric Espel e-mail : [email protected]

Keywords : Signal transduction, transcription factors, immune system

Aims of “Receptor Signalling” :

1. Signal transduction: molecules, pathways and systems

2. Signaling via tyrosine kinases and serine/threonine kinases

3. Adaptor molecules signaling

4. TGFß signaling: SMADs

5. Signaling via NFkB

6. Signaling via NOTCH and WNT

7. Epigenetic regulation

8. TCR dynamics and signaling

9. Basic laboratory training

Speakers:

Teaching Staff from Faculty of Biology and Faculty of Medicine, Universitat de Barcelona (UB). Other

speakers will be invited based on their excellence.

The tutorials will involve the discussion of articles covering various topics of this course.

Learning outcomes:

Students should know and understand the cell signalling as a process integrated multiple signals, the

molecular mechanisms involved and the basis for its modulation in immune cells.

Assessment methods




Other (specify) :


1) SOLER Concepció 2) ESPEL Enric



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MECHANISMS OF IMMUNOPATHOLOGY





Digital learning

3 20 0 0 0 0

Management Institute: Universitat Autònoma de Barcelona

Teaching unit head (NAME, surname): PUJOL-BORRELL, Ricardo Position: Professor of Immunology

TEACHING UNIT PROGRAMME: Contact : Ricardo PUJOL-BORRELL e-mail: [email protected]

Eva M. MARTINEZ-CÁCERES e-mail: [email protected]

Keywords: Allergy, hypersensitivity, vasculitis, evasion mechanisms, opportunistic infection, AIDS,

IVIG, HSTC.

Aims of “Mechanisms of Immunopathology”: To understand the immune response in the main

pathological conditions

1. Mechanisms of Immunopathology;

2. Immune Response to infectious agents, tumours and allogeneic transplantation;

3. Hypersensitivity as cause of disease

4. Immunodeficiencies;

5. HIV: pathogenesis and the quest for a vaccine

6. Autoimmune and autoinflammatory diseases

7. The immune response in transplantation

8. Tumour immunology and immunotherapy

9. Main tools used in experimental immunopathology

10. Seminars of paper interpretation focusing on the above topics

Speakers:

Immunology Teaching Staff from Universitat Autònoma de Barcelona and the Hospital Vall d’Hebron

and Germans Trias i Pujol. Other speakers will be invited based on their excellence.

The seminars will consist in live discussion of articles covering the main topics of the course, with the

tutors' guidance.

Learning outcomes:

The students should be able at the of the course of interpreting the main mechanisms of immune-

mediated diseases and situations.i.e., hypersensitivity, Immunodeficiencies including AIDs and

autoimmunity in the graft rejection, and response to tumours. The students will be familiar with the

main types of immunotherapy.

Assessment methods




Other (specify) :


1) MARTINEZ-CACERES Eva 2) PUJOL-BORRELL Ricardo



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AUTOIMMUNITY





Digital learning

3 12 60 12 0 0

Management Institute: Universitat Autònoma de Barcelona Faculty of Medicine, UD Hospital de Sant Pau (HSP)

Teaching unit head (NAME, surname): PUJOL-BORRELL, Ricardo Position: Professor of Immunology

TEACHING UNIT PROGRAMME: Contact : Ricardo PUJOL-BORRELL e-mail : [email protected]

Cándido JUÁREZ e-mail : [email protected]

Keywords: immune tolerance, autoimmune diseases, systemic autoimmunity, lupus, liver

autoimmunity, bowel inflammatory diseases, skin autoimmunity, myopathies, experimental models,

immunotherapy

Aims:

1. To understand the main mechanisms of tolerance relevant to autoimmune disease

2. To learn the epidemiology and the environmental factors postulated to trigger autoimmune

disease

2. To know the main elements of autoimmune response

3. To understand present evidence on the contribution of genetic factors to autoimmune diseases

4. To be able to discuss current pathogenic hypothesis on autoimmunity

5. To Be familiar with the principal autoimmune diseases

6. To learn available tools to diagnose the main autoimmune diseases

7. To understand the principles of immunotherapies applied to autoimmune diseases

8. To be capable of interpret and discuss journal articles focused on autoimmunity, both on

experimental models and clinical

Speakers:

Immunology Teaching Staff and clinicians from two of the UAB major Hospitals: Hospital de la Vall

d'Hebron, and Hospital de Sant Pau. The seminars will consist in live discussion with the guidance of

the tutors of articles covering the main topics of the course

Learning outcomes:

After the course students will be able to use immunopathology reasoning to understand clinical

cases of autoimmunity; know which immunology tests can help in the diagnosis of the main

autoimmune diseases; have the capability to discuss research results at a journal club or at a

research meeting; be able to design a strategy to approach research in autoimmune diseases

Assessment methods




Other (specify) :


1) JUAREZ Candido 2) PUJOL-BOREELL Ricardo



16

IMMUNODEFICIENCIES





Digital learning

3 20 10 0 0 0

Management Institute: Universitat Autònoma de Barcelona Teaching unit head HERNÁNDEZ, Manuel, Associate Professor Immunology, HVH Position: de la CALLE, Óscar, Associate Professor Immunology, HSP

TEACHING UNIT PROGRAMME: Contact: Oscar de la CALLE-MARTIN e-mail: [email protected]

Manuel HERNÁNDEZ GONZÁLEZ e-mail: [email protected]

Keywords: Primary and secondary Immunodeficiencies; innate immunity deficiencies, adaptive

immunity deficiencies, diseases of immune dysregulation, acquired immunodeficiency syndrome

Aims of “Immunodeficiencies”:

1. Understand the main mechanisms of immunodeficiency diseases;

2. Be familiar with the main types of therapy applied to immunodeficiency diseases;

3. Know the laboratory tools for immunodeficiency diseases' diagnostic;

4. Understand the limitations, risks and diagnostic use of vaccines in immunodeficient individuals

Programme

1. Primary Immunodeficiencies (PID) definition, classification and epidemiology

2. Molecular basis of the PIDs. Present and future

3. Combined Immunodeficiencies. Treatment: hematopoietic stem cell transplantation, gene therapy

4. Predominantly antibody deficiencies. Treatment with immunoglobulins

5. Diseases of immune dysregulation. Familial hemophagocytic lymphohistiocytosis and PID

syndromes with autoimmunity; 6. Complement deficiencies; 7. Congenital defects of phagocytes

8. Defects in innate immunity; 9. Advanced research techniques in primary immunodeficiencies

diseases; 10. Acquired Immunodeficiency Syndrome

Speakers: Immunology Teaching Staff and clinicians from two of the UAB major Hospitals: Hospital

de la Vall d'Hebron and Hospital de Sant Pau and other clinical centres. The tutorials will involve

work by the students under the guidance of the different tutors

Learning outcomes:

After the course students will be able to use immunopathology reasoning to understand clinical

cases of immunodeficiency; know which immunology tests can help in the diagnosis of the main

immunodeficiency diseases; have the capability to discuss research results at a journal club or at a

research meeting; know what they can expect from vaccination to immunodeficient individuals

Assessment methods




Other (specify) :


1) HERNANDEZ Manuel 2) CALLE-MARTÍN, OSCAR DE LA


17

IMMUNE RESPONSE TO PATHOGENS





Digital learning

6 30 12 12 0 0

Management Institute: Universitat Autònoma de Barcelona, Teaching unit head (NAME, surname): JARAQUEMADA, Dolores

Position: Professor of Immunology

TEACHING UNIT PROGRAMME: Contact: Dolores JARAQUEMADA e-mail : [email protected]

Keywords: mucosa, immune response to bacteria, virus, fungi, parasites, microbial evasion, regulation, vaccines,

tuberculosis, malaria, HIV

Aims of “Immune response to pathogens”:

1. MALT: immune response to pathogens in the mucosal surfaces

2. Immune response to bacteria:

2.1 Bacteria-induced pathology;

2.2 Immune response to S aureus, B anthracis, Salmonella spp;

2.3 Specialist seminars: Infection by Mycobacterium tuberculosis;

2.4 Specialist seminar: From basic research to vaccine development;

2.5 Specialist seminar: Exploitation of the immune responses to Listeria monocytogenes in next generation

of cancer immunotherapy

3. Immune response to fungi: Specialist seminar: Immunodeficiencies and infection by Candida spp

4. Immune response to parasites:

4.1 Parasite-induced pathology;

4.2 Specialist seminars: Infection by Plasmodium falciparum;

4.3 Specialist seminars: Infection by Plasmodium falciparum;

4.4 Specialist seminars: Infection by Trypanosoma cruzi;

5. Immune response to virus:

5.1 Virus-induced pathology;

5.2 Infection by Measles virus, Influenza virus, Cytomegalovirus;

5.3 Specialist seminars: Infection by HIV

6. Group presentations by students

Speakers:

Immunology Teaching Staff from Universitat Autònoma de Barcelona. Other speakers will be invited based on

their excellence. The tutorials involve review sessions and discussions covering various topics including the

latest advances in specific pathogens.

Learning outcomes:

The course is intended for the students to achieve a full understanding of the relationship between the type of

immune response and characteristics of the pathogen: the way and the anatomical site of entry, the effector

mechanisms of response and evasion. Understanding the relationships between a potential pathogen and its

host.

Assessment methods



Report / Thesis Digital productions (video, poster, software, wiki…)

Other (specify) :


1) JARAQUEMADA Dolores 2) MARTÍ Mercè


18

LANGUAGES (Universitat Autònoma de Barcelona)





Digital learning

3 20 2 23 0 0

Management Institute: Universitat Autònoma de Barcelona Language Service

Teaching unit head (NAME, surname): PRATS-CARRERAS Sònia Position: Director of Studies of the University’s Language Service

TEACHING UNIT PROGRAMME: Contacts: Sònia PRATS e-mail: [email protected]

Keywords : Spanish and French courses, different levels (in accordance with the Common

European Framework): A1, A2, B1, B2.1, B2, C1.1, C1.2.

Access:

The student will be asked to take a placement test on arrival at the Language Service, to be placed

in the adequate course, according to his or her level. Aims of “language courses”:

Improving the student’s proficiency level, taking into account his or her previous knowledge of the

language. The student is asked to take a placement test on arrival at the Language Service so as to

be placed in the adequate course, according to his or her level.

Aims:

Improving the student’s proficiency level, taking into account his or her previous knowledge of the

language.

Promoting language exchanges between native speakers of Spanish and French

Speakers: experienced teachers at the Language Service. http://www.uab.cat/servei-llengues/

Learning outcomes:

Depending on the initial level of the student: a specific level at the end of the course is monitored by

the final exam and attested by certificate of level attained.

Spanish and French will be taught presentially. Students with good level of Spanish and French, can

study a different language online, following the Dexway platform

Assessment methods




Other (specify) : continuous assessment and final exam assessing the 4 linguistic skills (listening, speaking, reading and writing).


Teachers at the University’s Language Service


http://www.coe.int/t/dg4/linguistic/cadre1_en.asp


http://www.uab.cat/servei-llengues/

19


S2 Teaching Units

Immuno

-logy

Infectio -logy

Research & clinical vaccino

-logy

Transferable skills & options

Languages

TOTAL ECTS / TU

Immune system in early life, pregnant women and elderly

3 3

Description & variability of pathogens

6 6

Host-pathogen interactions 3 3

Clinical drug research 3 3

Novel technologies, vaccine administration routes & adjuvants

3 3

Vaccine manufacturing & quality control, regulatory approval processes

3 3

Advanced data analysis (option) 3 3

Summer school on vaccinology 3 3

Animal science e-learning (option) 3 3

Languages 2: English, French, German, Italian, Spanish

3 3

Total ECTS / field 3 12 9 3 3 30

Table 2: Teaching units of the semester 2 in Antwerp (Belgium)

20

IMMUNE SYSTEM IN EARLY LIFE, PREGNANT WOMEN AND ELDERLY





Digital learning

3 24 0 8 0 0

Management Institute: University of Antwerp

Teaching unit head (NAME, surname): LEURIDAN Elke, VAN DAMME Pierre Position: Associate Professor, Professor

TEACHING UNIT PROGRAMME: Contact : Elke LEURIDAN Phone : +32 3 265 2885


Keywords : ontogeny, early life, pregnancy, aging immune system

Aims of “Immune system in early life, pregnant women and elderly” :

1. Immunological changes during pregnancy, in general and in relation to vaccination and vaccination strategies

2. Ontogeny of the human immune system

Innate system

Adaptive immune system 3. Challenges for immunisation in early life 4. Immune changes in elderly 5. Effect of aging of the immune system on specific vaccine responses

Speakers: Prof Pierre Van Damme , MD, PhD, UA; Prof Arnaud Marchant, MD, PhD, ULB; Prof Fabienne Willems MD, PhD, ULB; Prof Stanislas Goriely, MD, PhD, ULB; Delphine Sauce, MD, PhD/ Prof Victor Appay, PhD, French Institute of Health and Medical Research, Paris, France; Prof Heidi Theeten, MD, PhD, UA; Prof. Elke Leuridan, MD, PhD, UA Learning outcomes:

Understand (i) the changing immunology in pregnancy, (ii) the impact of the changing immunology

during pregnancy on vaccine responses, (iii) the rationale for vaccination strategies in pregnant

women.

Knowledge on (i) ontogeny of the human immune system in general, (ii) specific ontogeny of the innate

immune system, in general and in relation to vaccines administered during early life, (ii) specific

ontogeny of the adaptive immune system in general and in relation to vaccines administered during

early life.

Understand (i) what the future challenges and possible solutions are for immunization in early life,

beyond the neonatal period, (ii) the impact of aging on the immune system, (iii) what the challenges

and possibilities are for immunisation of the elderly population

Assessment methods




Other (specify) :


1) MARCHANT Arnaud 2) LEURIDAN Elke


https://www.researchgate.net/institution/French_Institute_of_Health_and_Medical_Research

21

DESCRIPTION AND VARIABILITY OF PATHOGENS





Digital learning

6 50 0 12 0 0

Management Institute: University of Antwerp Teaching unit head (NAME, surname): DELPUTTE Peter Position: Professor

TEACHING UNIT PROGRAMME: Contact : Peter DELPUTTE


Keywords : microbiology, virology, bacteriology, parasitology

Aims of “Description & variability of pathogens”:

This course offers insight into the different types of micro-organisms. A systematic overview of micro-

organisms is provided and the course deals successively with virology, bacteriology, parasitology and

mycology.

For each type of micro-organism, the following aspects are discussed. The anatomy of micro-

organisms, metabolism, reproduction, taxonomy, epidemiology, resistance and pathogenicity.

Next, a detailed overview is given of specific viruses, bacteria, parasites and fungi, with special focus

on the epidemiological aspects and pathogenicity of the various genera.

Speakers:

Profs. Peter Delputte, Louis Maes, Paul Cos & guest speakers

Learning outcomes:

The student gains theoretical and practical insights in infectious diseases with an emphasis on

pathogenesis and diagnostics. The course aims at providing the following skills:

1. The student can describe the structure and replication strategies of different pathogens.

2. The student knows the taxonomy of medically relevant viruses and bacteria

3. The student knows the most important fungi and parasites and their taxonomy.

4. The student can explain how viruses, bacteria and fungi can cause diseases.

5. The student has insights in the epidemiology of infectious diseases and can interpret prevention

measures in a correct manner.

6. The student knows the different diagnostic methods and their advantages/disadvantages

7. The student can grow and identify bacteria.

8. The student can evaluate the activity of antibiotics and disinfectants.

9. The student can use a microbiological safety cabinet in a proper manner.

10. The student can work with cell cultures.

11. The student can make a primary cell culture.

12. The student knows how to isolate viruses on a cell culture and how to quantify viruses

Assessment methods




Other (specify) :


1) DELPUTTE Peter 2) COS Paul


22

HOST-PATHOGEN INTERACTIONS





Digital learning

3 8 0 12 0 0

Management Institute: University of Antwerp Teaching unit head (NAME, surname): KESTENS Luc / CALJON Guy Position: Professor / Professor

TEACHING UNIT PROGRAMME: Contact : Luc KESTENS


Keywords : immunity, protection, host, pathogen, interaction

Aims of “Host-pathogen interactions” :

1. To predict theoretical potentially protective immune responses to any given pathogen based on life

cycle data

2. To analyse the literature on host-pathogen interaction for a particular pathogen

3. To discriminate potential protective immune responses from immunopathology

4. To anticipate which type of vaccines could be potentially protective for a given pathogen

The student has already an advanced understanding of the immune defence and the different type of

immune responses against viruses, bacteria, fungi and parasites. In this course each student compiles

and presents, from literature, a detailed overview of the immunity, the known and documented immune

(protective) effector mechanisms, related immunopathology, and the progress in vaccine development

against a particular pathogen

Speakers:

Teaching Staff Immunology & microbiology from University of Antwerp

Learning outcomes:

An advanced understanding of the principles and mechanisms of immune protection against (tropical)

infectious diseases. Knowledge to predict which immune responses are potentially essential in the

defence against a particular pathogen. Justify the vaccine design against a particular pathogen.

Acquired skill to give a comprehensive overview of the immunity against a particular pathogen.

Assessment methods




Other (specify) :


1) KESTENS Luc 2) CALJON Guy


23

CLINICAL DRUG RESEARCH





Digital learning

3 30 0 0 0 0

Management Institute: University of Antwerp Teaching unit head (NAME, surname): VAN DAMME Pierre / LEURIDAN Elke Position: Full professor / Professor

TEACHING UNIT PROGRAMME: Contact : Pierre VAN DAMME / Elke LEURIDAN

e-mail : [email protected]; [email protected]

Keywords : clinical development, clinical trial

Aims of “Clinical drug research”:

You get an overview of the whole process of Clinical Drug Research. Using the "standard" drug development as an example, some particular other settings (paediatric clinical trials, medical device studies, vaccine trials) are also discussed. The current rules and regulations are explained and put into a historical perspective.

You get to know the different actors involved in clinical drug research, their respective roles and the way they interact between one another. Some standard documents and procedures are explained. This thanks to the involvement of guest speakers from the field of clinical trials (CRO-, pharma-, biotech-industry, chairman of the Ethics Committee ...).

Near the end of the course we look into the role of the regulating bodies, the registration of new drugs, and into some future trends in clinical research.

You will be allowed to get acquainted with a number of standard documents, to master clinical trial-related information and to report orally and in writing to different target audiences (= permanent evaluation during the semester)

Speakers: Pierre Van Damme, Elke Leuridan

Conferences concerning news items will be organized. Speakers will be invited based on their

excellence.

Learning outcomes:

you will have (i) gathered insight in the complex process of the clinical phase of drug development and

vaccine by pharmaceutical and biotechnological companies, (ii) knowledge on the different actors

involved in this process, and you are capable of describing their specific roles (CRA, sponsor, research

team, investigator, Ethics Committee, Regulatory Agencies, ...), (iii) thorough knowledge of the

structure and the content of a clinical trial protocol and of the other documents involved in performing

clinical trials, (iv) gained insight in the registration of (new) drugs, vaccines as well as medical devices

Assessment methods




Other (specify) :


1) VAN DAMME Pierre 2) LEURIDAN Elke



24

NOVEL TECHNOLOGIES, VACCINE ADMINISTRATION ROUTES & ADJUVANTS





Digital learning

3 30 10 8 0 0


TEACHING UNIT PROGRAMME: Contact : Delputte Peter

email : [email protected]

Keywords : novel technology, adjuvant, immunology, vaccine development, mode of action, toll-like

receptor, route of administration, clinical research, vaccine safety

Aims of “Vaccine administration routes & adjuvants”

This course will be designed in close collaboration with our industrial partners

- Adjuvant definition Adjuvant families

- Role of adjuvants: Why do we need adjuvants?

- Matching the right one: Antigens may need help - why and when?

- General adjuvant mode of action (MoA): immunological interpretation, relationship between

innate and adaptive immunity

- Pre-clinical and clinical experience using novel adjuvants in vaccine formulations, impact on

immune response

- Clinical tolerability, safety considerations and current safety profile of adjuvanted vaccines

- Learning & challenges in developing, manufacturing and licensing AS-containing vaccines

- Considerations for use of adjuvanted vaccines in special populations

- Novel technologies, including routes of administrations

- Advances in Immunology and Vaccine Discovery: Considerations for future applications

-

Tutorials: will involve the reading relevant articles covering various topics of this course. Series of

didactic presentations and practical exercises through group work.

Speakers:

Marcelle Van Mechelen, Alberta Di Pasquale, Gérald Voss, Arnaud Didierlaurent, Fernanda

Tavares Da Silva, Ozzie Berger, Jean Gilliard

Learning outcomes:

Strengthen capacity in vaccinology with comprehensive overview of the field, discuss recent scientific

advances contributing to the progress of vaccine development, specifically related to adjuvants, novel

technologies and routes of administrations

Assessment methods




Other (specify) :


1) VAN DAMME Pierre 2) DELPUTTE Peter


25

VACCINE MANUFACTURING & QUALITY CONTROL, REGULATORY APPROVAL PROCESSES





Digital learning

3 30 10 0 0 0


TEACHING UNIT PROGRAMME: Contact : Peter DELPUTTE


Keywords : Vaccine development, Vaccine manufacturing, Vaccine quality, Vaccine evaluation, Vaccine

standards, GMP, Vaccine regulation, Vaccine licensing, Vaccine prequalification programme, International

supply chains

Aims of “Vaccine manufacturing & quality control process”:

This course will be designed in close collaboration with our industrial partners

Vaccine manufacturing and quality control

- Vaccine manufacturing: from working seed to filling and packaging - Examples of vaccine production: viral and bacterial vaccines, recombinant protein vaccines - GMP considerations - Industry and new technologies: antigen sparing, cell-culture, thermostability - Quality control and quality assurance: supply chain protection, monitoring and testing

Vaccine regulatory approval processes

- Laws, regulations, guidances - CTD format: content and review - From development to licensure: examples of EU, US and international procedures - Approval, variations and renewals - Specific requirements: pediatric population, risk management - Role of supranational organisations in vaccine approval and distribution: WHO prequalification and

article 58 The tutorials will involve the study of articles or patents covering various topics of this course. Technological

monitoring of different subjects in these areas will be conducted in groups and presented during specific

sessions

Speakers:

Karin Hardt, Christophe Saillez, Alberta Di Pasquale.

Learning outcomes:

Explain vaccine manufacturing principles, rules and regulations related to vaccine development, manufacturing,

assessment and release, explain regulatory process for vaccine review and approval, explain role of

supranational organisation in vaccine registration and surveillance and how the expedited procedure fits into

the existing legal framework for licensing of vaccines

Assessment methods




Other (specify) :


1) DELPUTTE Peter 2) VAN DAMME Pierre


26

ADVANCED DATA ANALYSIS





Digital learning

3 32 0 8 0 0

Management Institute: University of Antwerp Teaching unit head (NAME, surname): LAUKENS Kris / MEYSMAN Pieter Position: Professor / Doctor Assistant

TEACHING UNIT PROGRAMME: Contact : Kris Laukens / email : [email protected] This course offers an introduction to the advanced computational analysis of complex and / or large biomedical datasets. The course addresses the foundations of the partially overlapping fields of multivariate statistics and data mining, both from a theoretical perspective as from an applied and practical hands-on point of view. THEORY: I. introduction to different data types and data mining problems: 1. A formal overview of different data types in biology and medicine, and more specifically vaccinology: quantitative data (e.g. coming from ‘omics' platforms), string data (mainly DNA and protein sequences), longitudinal (temporal) data, (biomedical) text, graph data (networks), image data. 2. An introduction to the concepts and challenges of unsupervised and supervised data mining and machine learning. II. Overview of data mining techniques: 1. Introduction: pre-processing and basic exploratory analysis (univariate statistics) of quantitative data: a revision of statistical concepts (only a revision in the context of the course). Unsupervised learning: clustering, PCA… 2. An introduction to classification methods: overview of classification systems, model validation (e.g. different cross-validation techniques); 3. Biomedical feature selection and dimensionality reduction; 4. Supervised learning techniques (a solid introduction to commonly used techniques and algorithms): regression techniques, discriminant analysis, support vector machines, random forests, ensemble classifiers, decision trees, neural networks, naive Bayes, association rule mining. Visual data mining III. Biomedical data mining applications: In a number of case studies, and through real research results it will be shown how these techniques can be employed to extract novel insights from real world data in vaccination, immunology, infectious disease and epidemiology studies. PRACTICE: The practical part will familiarize the students with the statistical programming language R. In the first place, students should be able to correctly read in a dataset, generate graphs and perform elementary data-manipulations. Subsequently, some techniques for statistical data-analysis (linear regression, ANOVA, multivariate techniques,) are illustrated, whereby the students should be able to use the help files and search the internet for the code to solve a particular problem. In the end, programming techniques including for-loops and custom-made functions will be illustrated to facilitate repetitive analyses. Learning outcomes: The student (i) gains insights in various data types and their associated challenges, in the context of the broad biomedical sciences, and more specifically in the context of vaccinology and infectious diseases.(ii) will understand how and which computational techniques can be used to address common challenges in molecular and biomedical data analysis.(iii) will understand the underlying principles of a selection of computational techniques for biomedical data mining, especially in the context of vaccine development. (iv) will be able to select the appropriate technique for a given problem. (v) The student will be able to interpret the results of typical data mining task.

Assessment methods




Other (specify) :


1) LAUKENS Kris 2) MEYSMAN Pieter


27

SUMMER SCHOOL ON VACCINOLOGY





Digital learning

3 20 0 10 0 0

Management Institute: University of Antwerp Teaching unit head (NAME, surname): VAN DAMME Pierre / LEURIDAN Elke Position: Professor / Professor

TEACHING UNIT PROGRAMME: Contact : Pierre VAN DAMME / Elke LEURIDAN

e-mail : [email protected]; [email protected]

Keywords : Vaccinology summer course

Aims of “ Summer School on vaccinology”

1. Rationale, context and history of immunization; 2. Key aspects of immunology; 3. Key aspects of vaccines; 4. Vaccine preventable diseases; 5. Immunisation policy and schedules ;6. Future perspectives; 7. Communication; & Practical skills

During the training several teaching methods are used including different interactive teaching methods, lectures

of experts, individual - and group works, group presentations as well as practical training.

Speakers:

Teaching Staff Vaccinology of the Centre for the Evaluation of Vaccination, University of Antwerp.

An international selected companion of several teachers has been involved in the past in the summer school

programme (University of Bristol, University of Padova, University of Athens, University of Florence, Public health

England, WHO-Euro…). Speakers are invited based on their excellence.

Learning outcomes:

(A) Context and history: Outline the historical impact of vaccine preventable diseases; Discuss the rationale for

implementing immunisation programmes; Explain concepts of control, elimination and eradication; (B)

Immunology: Explain innate and adaptive immunity, functions of B- and T cells, role of Ab and Ag, impact

maternal Ab; Outline the role of immune response to a vaccine, active /passive vaccination, assess the capacity

of immune system; (C) Vaccines: Definition, components and function, different types of vaccines and their

expected side effects and contraindications; Stages in vaccine development, procedures of safety control and

monitoring of efficacy; (D) Vaccines preventable diseases: Pathology, population at risk, available preventive

measures for each disease; (E) Policy and schedules: Vaccines in immunisation schedule; Show historical

impact of vaccination on epidemiology ; Spread of infections, herd immunity, role of modelling, economic

evaluation; Factors informing policy decisions; Role of disease surveillance, vaccination coverage data; (F)

Future: List new target diseases; Vaccines in the pipeline, new ways of administration; Current research on

components and techniques; Discuss current developments for HIV, dengue, malaria, hepatitis C; (G)

Communication: Describe myths and facts relating to immunisation controversies, list common misconceptions,

respond to objections of anti-vaccine movements; Critically evaluate media reporting, understand public

perception; List key points for responding to parents’ fear; Ethics of communication; how to respond to anti-vaccine

lobbies; State advantages and risks that need to be communicated; Direct to other information sources; (H)

Practical skills: immunization site, immunization techniques, vaccine reconstitution, cold chain, storage,

conditions, prepare and dispose vaccine equipment, avoid needle stick injuries, recognize true contraindications,

distinguish anaphylaxis and fainting.

Assessment methods




Other (specify) :


3) VAN DAMME Pierre 4) LEURIDAN Elke



28

ANIMAL SCIENCE





Digital learning

3 0 5 0 0 30

Management Institute: University of Antwerp Teaching unit head (NAME, surname): Van Ginneken Chris Position: Professor

TEACHING UNIT PROGRAMME: Contact : Van Ginneken Chris

email : [email protected]

Keywords : laboratory animal sciences

Aims of “Animal science”:

The course is – except the written test – completely run electronically/digitalized. Students can view

the e-lectures and make the associated assignments at their own pace. Nevertheless, several

deadlines need to be respected in order to provide feedback on the assignments. On a 2-weekly basis,

tutoring is provided to the students either face to face or via Skype.

Speakers: only e-recorded lectures, facultative study material is uploaded which can include

recorded interviews (e.g. with Peter Singer).

Learning outcomes:

The course aims at teaching the students how to make optimal and scientifically founded use of

animals in biomedical research and how this kind of research is conducted in accordance with Belgian

and European legislation. The student is able to analyse a biomedical question, and can formulate a

research strategy that uses animal experiments cfr. the state of the art (e.g. 3R, according to European

directives and Belgian law, according to the ethical dossiers). The student can communicate in writing

and orally in English about animal experimentation. He / she can reflect on the social and ethical

implications of animal studies and has a lifelong learning attitude developed in order to follow up on

the evolutions in this domain.

Assessment methods




Other (specify) :


1) VAN GINNEKEN Chris 2) DELPUTTE Peter


29

LANGUAGES 2 (University of Antwerp)





Digital learning

3 60 0 30 0 0

Management Institute: University of Antwerp Teaching unit head (NAME, surname): LE PAGE Els Position: Linguistic and pedagogical Adviser for English

TEACHING UNIT PROGRAMME: Contact: Els Heughebaert (Language Courses Co-ordinator)

email: [email protected]

Keywords: English Language Course, trimester course, different levels

Aims of ‘English Language Course’: improving language skills in English, French, German, Italian

or Spanish

1. Active and communicative

Communicative, interactive and task-oriented, continuous interaction between all the students and

we in turn expect them to participate actively in class. We provide maximum speaking opportunities

through numerous practice-oriented and functional language tasks, assignments in groups or pairs.

2. Efficient and competency-focused

We train the students in five language skills: reading, listening, writing, speaking and effective

communication. The target language of the course is also the language of instruction.

The pace of our language courses is fast: students are required to absorb a lot of information in a

short span of time. Consequently, they must process the course material before and after classroom

sessions through self-study and distance learning. The students are also expected to train their

language skills independently.

3. Formal accuracy

Besides focusing on the communicative aspect of language, we also pay attention to the formal

accuracy of the student’s usage: their speech and writing must be grammatically correct, so that their

audience is able to understand them without strain or effort.

4. Varied teaching methods: the best approaches from old and new teaching methods to ensure

that students are able to study aspects of the target language in the manner that most appeals to

them.

5. Homogeneous groups: All course participants are highly qualified and have a comparable level

of proficiency in the target language.

6. Learning result and learning pleasure

Our teaching approach offers a framework whereby the constant interaction of learning result and

learning pleasure is aimed at. Both objectives are the driving forces that enable students to develop

their language skills to the fullest)

Assessment methods




Other (specify) : Listening and reading examination


1) LE PAGE Els 2) GINNY De Vos (Foreign Languages TeamCo-ordinator)


30


S3 Teaching Units Immuno

pathology Infectio

-logy

Research & clinical vaccino

-logy

Transferable skills & options

Languages TOTAL ECTS

Immunology & cancer 3 3 Epidemiology 3 3

Vaccine formulation 3 3

Clinical vaccine development 3 3 Immunomonitoring of preclinical and clinical vaccine trials

3 3

Vaccine specific applications (aging, immunodeficiency, pregnancy)

3 3

Communication on vaccines & public health

6 6

Project management 3 3 Languages 3:English, French, Italian, Spanish

3 3

Total ECTS 3 3 12 9 3 30

Table 3: Teaching units of the semester 3 in Lyon / Saint-Etienne (France)

31

IMMUNOLOGY AND CANCER





Digital learning

3 15 4.5 0 0 0

Management Institute: Université Claude Bernard Lyon 1Université Jean Monnet Saint Etienne

Teaching unit head (NAME, surname): DELPRAT Christine Position: Professor (PU)

TEACHING UNIT PROGRAMME: Contact: Christine DELPRAT Phone: +33 4 72 68 19 54 e-mail: [email protected]: cancerogenesis, oncovirus, immunoediting, immunotherapy, cancer vaccines

Aims of “Immunology & cancer”: Using the knowledge of the students in immunology, immunopathology and infectiology, this unit is developing the concepts issued from fundamental research and leading to clinical and pharmaceutical applications in cancerology.

1.Overview of the multi-hits multi-steps and immunoediting in cancerogenesisInteractions between malignant tumors and the immune system:cancer immunogenicity, immune activation versus suppression by tumor environment3. Mechanisms of pathogen-induced oncogenesis4. Cancers of the immune system and consequences5. Preventive and therapeutic anti-tumor vaccinology6. Protection of immune-suppressed patients against secondary oncogenesis

Speakers: Teaching Staff Immunology, oncology from University Claude Bernard Lyon 1 Conferences concerning news items will be organized. Speakers will be invited based on their excellence. Participation of the CNRS-CRCL Associated Partner

Learning outcomes: How to analyse, understand and manipulate interactions between tumor cells and the immune system to overcome the cancer progression.

Assessment methods




Other (specify) :Interactivity with the speakers


1) DELPRAT Christine 2) MAHTOUK Karène


32

EPIDEMIOLOGY





Digital learning

3 30 0 0 0 0

Management Institute: University of Claude Bernard Lyon 1 Teaching unit head (NAME, surname): VANHEMS Philippe Position: Professor (PU-PH)

TEACHING UNIT PROGRAMME: Contact : Philippe VANHEMS Phone : +33 4 78 77 70 31 / +33 4 72 11 07 19


Keywords : epidemiology, clinical research, study design

Aims of “Epidemiology” :

Epidemiology is the study of the distribution and determinants of disease frequency in human

populations. Human diseases and especially infectious diseases does not occur at random and then

has causal and preventive factors that can be identified through systematic investigation in different

populations, in different places or at different times. Vaccine is a key preventive factor in the process

of transmission and infection. Then, it is an important determinant involved in the natural history of

infectious diseases.

Sharing with the students the basic methodological concepts regarding epidemiology

Discussing the applications of epidemiological concepts in the field of diseases which can be

prevented by vaccine.

1. Basic concepts: definition, study designs, measures of disease frequency2. Types of epidemiologic studies: Descriptive studies, Case-control studies, Cohort studies,

Intervention studies3. Description and analysis of epidemiological data4. Role of chance, Bias and Confounding5. The epidemiology of vaccination6. Epidemiology of infectious diseases, of non-infectious diseases7. Design in the field of vaccination, vaccine effectiveness, impact of vaccinationSpeakers:Teaching Staff Epidemiology from University of Claude Bernard Lyon 1Conferences concerning news items will be organized. Speakers will be invited based on their

excellence.

Learning outcomes:

To know epidemiology and its main developments in health sciences. How to choose, justify and

execute the appropriate study set up.

Assessment methods




Other (specify) :


1) VANHEMS Philippe 2) BENET Thomas


33

VACCINE FORMULATION





Digital learning

3 18 0 20 0 0


Teaching unit head (NAME, surname): PAUL Stéphane Position: Professor-hospital practitioner (PU-PH)

TEACHING UNIT PROGRAMME: Contact : Stéphane PAUL Phone : +33 4 77 82 89 75


Keywords : vaccine, formulation, antigen

Aims of “Vaccine formulation” :

1. Description of the different types of vaccine (lived, inactivated, killed, recombinant)

2. Particulated or nanoparticulated vaccines

3. Recombinant vaccines

4. Viral-based vaccines (poxvirus, adenovirus, HSV, lentivirus)

5. DNA-formulated vaccines

6. Targeted-specific vaccines

7. Antigen identification and optimisation (epitopes, antigen structure, reverse vaccinology),

Vaccinomics and Personalized Vaccinology

8. Practical approach for vaccine formulation

Speakers:

Teaching Staff Immunology from University of Jean Monnet Saint- Etienne directed by J. Lisfranc.


excellence.

Practical training for vaccine formulation will be organized by the University of Lausanne (N. Collin)

Learning outcomes:

Different types of formulated vaccines, type of vaccines, choice of the antigen, practical approach of

the formulation.

Assessment methods




Other (specify) :


1) PAUL Stéphane 2) ROCHEREAU Nicolas


34

CLINICAL VACCINE DEVELOPMENT





Digital learning

3 18 0 0 0 0


Teaching unit head (NAME, surname): LUCHT Frédéric Position: Professor-hospital practitioner (PU-PH)

TEACHING UNIT PROGRAMME: Contact : Frédéric LUCHT Phone : +33 4 77 12 77 89


Keywords : trial, development, vaccine, evaluation

Aims of “Clinical vaccine development”:

1. Overview of clinical vaccine development

2. Regulatory affairs

3. Statistical methodology for clinical vaccine trials

4. Clinical data management

5. Clinical trials operations

6. Safety?

Speakers:

Teaching Staff Immunology from University of Jean Monnet Saint-Etienne and from the Sanofi-

Pasteur and REIVAC associated partners.


excellence.

Learning outcomes:

How to develop a vaccine, regulatory methodology and monitoring of patients?

Assessment methods




Other (specify) :


1) LUCHT Frédéric 2) BOTHELO-NEVERS Elisabeth


35

IMMUNOMONITORING OF PRECLINICAL AND CLINICAL TRIAL





Digital learning

3 10 0 30 0 0


Teaching unit head (NAME, surname): ROCHEREAU Nicolas Position: Assistant professor (MCU)

TEACHING UNIT PROGRAMME: Contact : Nicolas ROCHEREAU Phone : +33 4 77 42 14 67


Keywords : animal models, immunomonitoring, preclinical, clinical

Aims of “Immunominotoring of preclinical and clinical vaccine trial”:

Practical work will teach the students how to monitor humoral and cellular immune response in

mice, how to measure immune diversity. Practical immunology includes multi-parameter flow

cytometry analysis, elispot assay, elisa, route of administration in mice, mouse immunology.

1. Methods of immunisation in mice, uptake of organs and secretions

2. Multiparameter flow cytometry

3. In vivo imaging

4. Monitoring of B cell responses (elispot, antibody titers)

5. Monitoring of T cells (cytometry, polyfunctionality, elispot)

6. Transcriptomic, Proteomic and Glyconomics tools of the measure of vaccine efficiency

7. New methods as the measure of immune diversity

8. Management of samples for vaccine trial (AQ)

9. Choice of the good animal model and correlate of protection or efficiency

Speakers:

Teaching Staff Immunology from University of Jean Monnet Saint-Etienne directed by J. Lisfranc.


excellence.

Practical training for preclinical immunomonitoring will be done with the CEA in Fontenay aux Roses

(2 days) and University of Jean Monnet Saint-Etienne.

Learning outcomes:

How to monitor vaccine efficiency in animal models and in humans.

Assessment methods




Other (specify) :


1) ROCHEREAU Nicolas 2) PAUL Stéphane


36

VACCINE SPECIFIC APPLICATIONS





Digital learning

3 30 0 0 0 0


Teaching unit head (NAME, surname): PAUL Stéphane Position: Professor-hospital practitioner (PU-PH)

TEACHING UNIT PROGRAMME: Contact : Stéphane PAUL Phone : +33 4 77 82 89 75


Keywords : infectious disease, cancer, allergy, immunocompromised

Aims of “Vaccine-specific applications”:

1. Infectious diseases-specific vaccines (Flu, Pneumococcal, TB, HPV, HIV)

2. Cancer-specific vaccines

3. Parasite-specific vaccines (Malaria, Schistosomiasis, Leishmaniasis.)

4. Allergy-based vaccines/immunotherapy

5. Veterinary-specific vaccines

6. Immunization routes

7. Vaccines for other diseases (neurological, autoimmunity.)

Speakers:

Teaching Staff Immunology from University of Jean Monnet Saint-Etienne directed by J. Lisfranc.


excellence.

Two days’ session on Veterinary vaccines will be organized in Boehringer Ingelheim facility (Lyon)

Learning outcomes:

Application of the vaccination in the prophylactic and therapeutic ways against pathogens.

Assessment methods




Other (specify) :


1) PAUL Stéphane 2) ROCHEREAU Nicolas


37

COMMUNICATING ON VACCINES AND PUBLIC HEALTH





Digital learning

6 30 5 25 0 0


Teaching unit head (NAME, surname): PAUL Stéphane & DELPRAT Christine

Position: Professor-hospital practitioner (PU-PH) & Professor (PU)

TEACHING UNIT PROGRAMME: Contact: Stéphane PAUL Phone : +33 4 77 82 89 75


Keywords: perception, health, communication, epidemiology

Aims of “Advertising on vaccines and public health”: Vaccines have been and remain a major

tool for public health strategies. But the growing complexity of current vaccine agendas for children,

the ongoing introduction of new vaccines (conjugate vaccines, programs targeting adults or the aging,

addressing chronic or non-infectious diseases) have made decision-making more complex for vaccine

producers and authorities in public health and blurred the meanings and purposes of vaccination for

the general public. Accordingly, it appears important to provide all apprentices and professionals

dealing with vaccines with knowledge pertaining to social sciences as well as biomedical sciences.(1)

History of vaccination and vaccines; (2) Epidemiology and vaccination; (3) The place of vaccination in

public health decisions; (4) Social factors influencing vaccine policies and strategies in

different countries; (5) Anthropology of vaccine acceptance and rejection; (6) Public and media

perception of vaccination and vaccines; (7) Health economics and vaccines; (8) The future of

vaccinology.

Practices: students will build a Massive Open Online Course (MOOC) related to vaccination, being

managed by the MOOC managers of the TU “Project management” developing digital skills and

networking capacities

Speakers:

Teaching Staff Immunology from University of Jean Monnet Saint-Etienne, University of Claude

Bernard Lyon 1 and from the CNRS supporting partner “SPHERE”.

Conferences concerning news items will be organized. Speakers will be invited on specific subjects,

selected for their excellence.

Learning outcomes:

How to collect information and communicate on vaccination and vaccines, and elaborate

recommendations to authorities for education, information of the public.

Assessment methods




Other (specify) :


1) PAUL Stéphane 2) DELPRAT Christine


38

PROJECT MANAGEMENT





Digital learning

3 30 15 15 0 0


Teaching unit head (NAME, surname): GILBERT Christophe Position: Assistant Professor

TEACHING UNIT PROGRAMME: Contact : Christophe GILBERT


Keywords : analyse, plan, organize, motivate, execute and control

Aims of “Project management” :

Learning and experimenting the benefits to manage a project to achieve specific goals in the

international context of a scientific and multidisciplinary challenge in vaccinology.

1. Life of a project: from the initiation to the closing including all the planning and executingprocesses related to the project and the risk analysis

2. Specific project management expertise e.g. Managing a project in a P4 laboratory3. Risk management, case-studies4. Virtual international project development: e.g. "Streptoccus pneumoniae and pneumococcal

vaccines", recommendations, research aims, research development, regulations, scale-up, GMPproduction, pre-clinical safety and toxicity studies in animal models, clinical phase I-II-III, industrialproduction, cost-effectiveness analysis, commercialization

5. Project management Methods: Five W's, brainstorming, Ishikawa diagram, SWOT, SMART,GANTT, PERT, DESC, PDCA…

6. Practices corresponds to reality international projects such as vaccinology MOOC productionor annual Research Instructive Workshop or of the VaxInLive Symposium or… other realityprojects decided by the teaching team each year. Groups of (student) managers are organizedeither horizontally or vertically in a mini-enterprise to lead the project… innovative projectpedagogy: enjoy your project progress sheets from one week to another!

Speakers:

Teaching Staff from UCBL : Viktor Vochkov for P4 pathogens infectious problem in laboratory and in

the natural environment, Emilie Bourdonnay, Mathias Faure and Christine Delprat to frame the

practices. Conferences concerning real past project management on infectious problems and vaccines

will be illustrated by industrial staff from LIVE Associated partners: Sanofi Pasteur, Boehringer

Ingelheim/Merial, Butantan Institute…

Learning outcomes:

How to analyse, plan, execute and control a scientific and multidisciplinary project linked to

vaccinology.

Assessment methods




Other (specify) :


1) GILBERT Christophe 2) VOLCHKOV Viktor


http://en.wikipedia.org/wiki/Project_management

http://en.wikipedia.org/wiki/Project_management

39

LANGUAGES 3 (University of Claude Bernard Lyon 1)





Digital learning

3 0 20 0 0


Teaching unit head (NAME, surname): PIGAT Joann Position: Coordinator of language teaching units for Master’s degrees

at the Common Service Language Department

TEACHING UNIT PROGRAMME: Contact for French: Solange Talavera-Goy e-mail : [email protected] : language courses, different levels: A1, A2, B1, B2.1, B2, C1.1, C1.2.Aims of “language courses”:Improving the student’s proficiency level, taking into account his or her previous knowledge of thelanguage in English, French, Spanish, ItalianAims: The student will be placed in the adequate course, according to the level he/she reached afterthe first two semesters in Barcelona and Antwerp.The language level is defined in accordance with the Common European Framework)A language user at A1 level: Can understand and use familiar everyday expressions and very basic

phrases aimed at the satisfaction of needs of a concrete type. Can introduce himself/herself and othersand can ask and answer questions about personal details.A language user at A2 level: Can understand sentences and frequently used expressions related to

areas of most immediate relevance (e.g. very basic personal and family information, shopping, localgeography and employment). Can communicate in simple and routine tasks requiring a simple anddirect exchange of information on familiar and routine matters.A language user at B1 level: Can understand the main points of clear standard input on familiar

matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arisewhilst travelling in an area where the language is spoken. Can produce simple connected text on topicswhich are familiar or of personal interest.A language user at B2 level: Can understand the main ideas of complex text on both concrete andabstract topics, including technical discussions in his/her field of specialisation. Can interact with adegree of fluency and spontaneity that makes regular interaction with native speakers quite possiblewithout strain for either party.A language user at C1 level: Can understand a wide range of demanding, longer texts, and recognise

implicit meaning. Can express fluently and spontaneously without much obvious searching forexpressions. Can use language flexibly and effectively for social, academic and professional purposes.Speakers: experienced teachers at the UCBL Service Commun des Enseignements de Langues

Learning outcomes: to improve language skills

Assessment methods






1) PIGAT Joann 2) TALAVERA-GOY Solange

20



40


S4 Teaching Units Integrated Master Thesis programme

Master thesis Langua

ges TOTAL

ECTS

Bibliography report 10% Professional work 10%

Master thesis 40%

Oral defence 40%

Total master thesis ECTS 27 27 Languages 4:English, French, Italian, Spanish

3 3

Total ECTS 27 3 30

Table 4: Teaching units of the semester 4

41

LANGUAGES 4 (University of Claude Bernard Lyon 1)





Digital learning

3 0 30 0 0


Teaching unit head (NAME, surname): PIGAT Joann Position: Coordinator of language teaching units for Master’s degrees

at the Common Service Language Department

TEACHING UNIT PROGRAMME: Contact for French: Solange Talavera-Goy e-mail : [email protected] : language courses, different levels: A1, A2, B1, B2.1, B2, C1.1, C1.2.Aims of “language courses”:Improving the student’s proficiency level, taking into account his or her previous knowledge of thelanguage in English, French, Spanish, ItalianAims: The student will be placed in the adequate course, according to the level he/she reached afterthe first two semesters in Barcelona and Antwerp.The language level is defined in accordance with the Common European Framework)A language user at A1 level: Can understand and use familiar everyday expressions and very basic

phrases aimed at the satisfaction of needs of a concrete type. Can introduce himself/herself and othersand can ask and answer questions about personal details.A language user at A2 level: Can understand sentences and frequently used expressions related to

areas of most immediate relevance (e.g. very basic personal and family information, shopping, localgeography and employment). Can communicate in simple and routine tasks requiring a simple anddirect exchange of information on familiar and routine matters.A language user at B1 level: Can understand the main points of clear standard input on familiar

matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arisewhilst travelling in an area where the language is spoken. Can produce simple connected text on topicswhich are familiar or of personal interest.A language user at B2 level: Can understand the main ideas of complex text on both concrete andabstract topics, including technical discussions in his/her field of specialisation. Can interact with adegree of fluency and spontaneity that makes regular interaction with native speakers quite possiblewithout strain for either party.A language user at C1 level: Can understand a wide range of demanding, longer texts, and recognise

implicit meaning. Can express fluently and spontaneously without much obvious searching forexpressions. Can use language flexibly and effectively for social, academic and professional purposes.Speakers: experienced teachers at the UCBL Service Commun des Enseignements de Langues

Learning outcomes: to improve language skills

Assessment methods






1) PIGAT Joann 2) TALAVERA-GOY Solange

30



42

MASTER THESIS





Digital learning

27 0 27 0 24-26 0

Management Institute: Universitat Autònoma de Barcelona / Universitat deBarcelona / University of Antwerp / University of Jean Monnet Saint-Etienne / University of Claude Bernard Lyon 1

Teaching unit head (NAME, surname): MARTINEZ Paz / STRATMANN Thomas / DELPUTTE Peter / PAUL Stéphane / DELPRAT Christine

Position: Professor / Professor / Professor / Assistant professor-hospital practitioner (MCU-PH) / Professor (PU)

TEACHING UNIT PROGRAMME: Contact (Barcelona UAB): Dolores JARAQUEMADA Phone: +34 93 5812804


Contact (Barcelona UB): Thomas STRATMANN Phone: +34 93 4021533


Contact (Antwerp): Peter DELPUTTE Phone : +32 3 265 26 21


Contact (Saint-Etienne): Stéphane PAUL Phone : +33 4 77 82 89 75


Contact (Lyon): Christine DELPRAT Phone : +33 4 26 23 59 80


Keywords : knowledge review, practical skills, professional expertise

Aims of “Master thesis” :

The students will have the chance to investigate research or clinical or industrial or public health

environment in vaccinology at the forefront of current knowledge and expertise.

1.Overview of specific knowledge through a bibliography report

2. Acquire professional experience in labour environment

3. Learn how to conduct experimental research or industrial project or clinical trials or health policy

4. Write a practical professional report

5. Acquire the ability to present and report his/her own professional work, in front of an international

specialized audience

Supervisors:

Internship tutor and master teaching staff from Barcelona, Antwerp, Saint-Etienne or Lyon

Learning outcomes:

How to be productive in a professional environment and communicate his/her production and

conclusions in written and oral international context.

Assessment methods




Other (specify) :

Teaching unit jury (NAME, surname) 1) Dolores JARAQUEMADA 2) Thomas STRATMANN 3) Peter DELPUTTE4) Stéphane PAUL 5) Christine DELPRAT






43

Table: Assessment methods of teaching units

Teaching unit title Oral

exam Presentation

Practice report

Written exam

Bibliography report

Internship unwinding

Report/ thesis

Digital production

Others

S1 - Innate immunity X Multiple

choice test S1 - Functional anatomy of the immune system

X Assistance

S1 - Antigen recognition X bio

informatics

S1 - Receptor signaling X X

S1 - Mechanisms of immunopathology X X

S1 - Autoimmunity X X

S1 - Immunodeficiencies X X

S1 - Immune responses to pathogens X X

S1 - Languages 1: French, Spanish X X Continuous

LSRW S2 - Immune system in early life, pregnant women and elderly

X X X

S2 -Description & variability of pathogens

X X X

S2 - Host-pathogen interactions X X

S2 - Clinical drug research X X X X

S2 - Novel technologies, vaccine administration routes & adjuvants

X X X

S2 - Vaccine manufacturing & quality control, regulatory approval processes

X X

S2 -Advanced data analysis (option) X X X

S2 -Summer school on vaccinology X X X

S2 - Animal science e-learning (option) X X

S2 – Languages 2: English, French, German, Italian, Spanish

X X Continuous

LS

S3 - Immunology & cancer X X interactivity

44

Teaching unit title Oral

exam Presentation

Practice report

Written exam

Bibliography report

Internship unwinding

Report/ thesis

Digital production

Others

S3 - Epidemiology X

S3 - Vaccine formulation X X

S3 - Clinical vaccine development X X

S3 - Immunomonitoring of preclinical and clinical vaccine trials

X X

S3 - Vaccine specific applications X

S3 - Communication on vaccines & public health

X X X

S3 - Project management X X X

S3 – Languages 3: English, French, Italian, Spanish

Continuous LSRW

S4 - Master thesis X X X X

S4 - Languages 4: English, French, Italian, Spanish

Continuous LSRW

45 /56

Master Thesis (example year 2017-18) schedule, guidelines & evaluation

1. By Jan 30, the Internship Supervisor sends the subject of the Bibliography report to the

Academic Supervisor. This subject should be in line with the practice of the Student. On Jan

31, the Academic Supervisor sends this subject to the student by email with copy to the LIVE

Secretariat [email protected] .

2. By Feb 15, the student sends the Internship installation sheet (handbook p10), signed by the

Internship Supervisor, to the Academic Supervisor with copy to the LIVE Secretariat.

3. By Feb 15, the Academic Supervisor appoints 2 reviewers / report from the national Masters

supporting the Master LIVE and sends their First name, Last name, Institution, Function and

email address to the LIVE Secretariat.

4. By March 15, the student submits electronically his/her Bibliography report to the Academic

Supervisor with copy to the LIVE Secretariat.

5. By May 31, the student submits electronically his/her Master thesis to the Academic

Supervisor with copy to the LIVE Secretariat.

6. By June 10, the student submits electronically his/her PDF show on Claco in the Directory

“M2S4 BIO2500M_Master thesis / Resources / PDF defence show”.

7. From June 12 to 15, the Steering Committee with the LIVE Secretariat organizes the Oral

defence of the students in Lyon, in front of 6 jury members who are academic professors from

the national Masters supporting the Master LIVE. The Internship Supervisor cannot attend the

presentation of his/her student. At the end of the defence, the jury transmits the Master defence

evaluation form (handbook p16) to the LIVE Secretariat. The defence will be open or not,

depending on Confidential Disclosure Agreement.

8. By June 15, the reviewers send the Bibliography report evaluation form (handbook p11)

and the Master thesis evaluation form (handbook p13) to the LIVE Secretariat. In case the

two reviewer scores are very different (SD score >20%), the LIVE Steering Committee (five

members) will study the report to provide a third assessment.

9. By June 20, the 3rd reviewer sends the scores of the report to the LIVE Secretariat and the

Internship Supervisor sends the Professional work evaluation form (handbook p15) of the

students to the LIVE Secretariat with copy to the Academic Supervisor.

10. The final LIVE diploma jury in France is held at S4 on June 25.


46 /56

Criteria for Bibliography Report

Warning:

Automatic plagiarism detection will be applied to the student reports (bibliography and Master

thesis) with the powerful tool available at UCBL: text recognition and anti-plagiarism online

server covering the web. More than 20% of plagiarism is not authorized in your text and will

turn into 0 your score. Therefore, pay attention to elaborate your thought with your own

sentences in your reports.

Objectives

The objectives for the bibliography report are as follows:

The student situates the subject within the scientific context.

The student understands the scientific questioning around this subject.

The student looks up and selects relevant information from the scientific literature.

The student synthesizes and presents the relevant information in a written organized report

following the provided guidelines.

The student notices the questions to solve around this subject.

Formatting requirements for the bibliography report

The bibliography report shall comprise maximum 10 pages, including tables and figures, excluding

title page, summary and references. The bibliography report is conforming to the same formatting

requirements as the Master thesis.

The language shall be English.

Situate the topic within the scientific context

Introduce the main concepts, vocabulary and questions

Announce the terms of the development in the introduction

Review the questioning and results concerning this subject, with a critical analysis of the

methods used and of the conclusions published

Along the report, present figures with legends and/or tables related to the main well-

established knowledge

Finally, write a specific section to underline the open questions for the next future related to

the topic

Criteria for the Master thesis

Objectives

The objectives of the master thesis are as follows:

The student to looks up and selects relevant information from the scientific literature.

The student synthesizes the relevant information and report it in writing.

The student conducts scientific research under supervision.

The student performs various techniques correctly and accurately.

The student demonstrates critical thoughts on the information collected, the research

conducted and the results obtained.

The student clearly reports in writing in accordance with current academic standards

following guidelines.

47 /56

The student presents and defends the professional work conducted in a clear and

comprehensible manner.

Formatting requirements for the Master Thesis

The Master thesis shall be a self-written text in which the student demonstrates the ability to apply

specific methods and techniques characteristic to the field, as well as the ability to process the results

of scientific papers.

It is not an absolute requirement that the student shall make an original contribution to the

advancement of science. This is the objective of the doctoral thesis. The student must demonstrate,

however, the ability to use the education received in order to address a problem in a scientific

manner, related to the courses studied during the academic programme. It shall be the responsibility

of the Internship Supervisor to work with the student to develop a schedule of tasks to be performed

and to follow the elaboration of the topic. As a rule, the Master thesis shall be structured as a

scientific article.

The Master thesis shall be written in English with the following components:

The Master thesis comprises maximum 30 pages, including tables and figures, excluding

title page, summary and references.

A title page listing the following: title, author, professional site, name of the Internship

Supervisor, name of the Academic Supervisor, date of defence, academic year and the

statement: “Master thesis submitted in completion of the Joint Master Degree Leading

International Vaccinology Education”

A summary of maximum 250 words in English contains the essential details regarding

objective, materials and methods, results and conclusions.

The introduction includes a positioning of the scientific problem and a clear statement of

the research question.

The material and method chapter comprises a description of the methods, including a list

of equipment, materials, animals, cell lines or other resources used.

The result chapter describes the student’s own observations and findings.

The discussion should not re-iterate the observations; it compares them with the background

of the international literature.

The literature references are arranged at the end of the text, conforming to the following

formatting requirements (according to the journal Cell):

Journal article: Sondheimer, N., and Lindquist, S. (2000). Rnq1: an epigenetic modifier of protein

functions in yeast. Mol. Cell 5, 163–172.

Article from a book: King, S.M. (2003). Dynein motors: Structure, mechanochemistry and

regulation. In Molecular Motors, M. Schliwa, ed. (Weinheim, Germany: Wiley-VCH Verlag

GmbH), pp. 45–78.

Book: Cowan, W.M., Jessell, T.M., and Zipursky, S.L. (1997). Molecular and Cellular Approaches

to Neural Development (New York: Oxford University Press).

Journal titles are abbreviated according to Chemical Abstracts or Index Medicus. In-text references

are cited by indicating in brackets the first author, followed by the date. For example: (Coppen et

al., 1998) or by number (1).

48 /56

List of abbreviations used is placed at the beginning of the text. Common abbreviations for

important biochemical substances (e.g. ATP, NADH, DNA and amino acids in proteins)

should not be explained. The names of enzymes are usually not abbreviated, except for those

substrates that are customarily abbreviated. For example: ATPase, RNase. The trivial and

systematic names shall be those recommended by international Gene Nomenclature

Committee such as HUGO (http://www.genenames.org/ ).

Layout of the text:

The text is produced in A4 format with 2.5 cm margins, single-spaced. The font may be

chosen from the following: Times New Roman (12 point), Verdana (10 point) or Calibri (11

point).

Tables or figures are inserted into the text, inasmuch as they are directly related to or clarify

the text. Each table and figure must be accompanied by a number, title and legend. Text

accompanying tables and figures should appear in the same font, but can be one size smaller.

The reference number shall not exceed 50.

Defence

Objectives

The objectives of the defence are as follows:

The student creates a PowerPoint show with current academic standards.

The student presents and defends the professional work conducted during the Master

internship in a clear and comprehensible manner, respecting allowed time.

Format of the Master thesis defence

The student shall defend the Master thesis through a public oral defence. This must include a

PowerPoint presentation of no more than 15 minutes, after which questions can be raised,

primarily by the jury and by other audience members, as time allows with no more than 15 minutes

questioning.

The PowerPoint presentation should be submitted electronically no later than two working days

prior to the defence to the LIVE secretariat.

Confidentiality

As a rule, the defence shall be public and accessible to all interested parties. Exceptions may be

made for students completing their dissertation research in a research site in which strict

confidentiality must be observed with regard to the results (e.g. in the context of a patent

application). Only in this case shall the defence be closed to the public, and only in the presence of

the jury members, all of whom must also follow a confidentiality agreement. The request for such

a ‘closed’ defence must be submitted to the secretariat by the student, and with approval/explanation

of the Internship Supervisor, no later than June 7. Such closed defences shall be allowed only in

exceptional cases. The fact that unpublished data are to be presented is not sufficient reason to

organize a closed defence.

http://www.genenames.org/

49 /56

EVALUATION FORM AND SHEETS PROVIDED

List of the documents:

The internship installation sheet

Professional work Evaluation form

Bibliography report Evaluation form & criteria

Master thesis report Evaluation form & criteria

Master defence Evaluation form

50 /56

2016-2018 INTERNSHIP INSTALLATION SHEET

The student must fill out and send this document by email to [email protected] and his/her Academic Supervisor with the following title: 2018_ internship installation sheet_YOURNAME. Deadline: February 15

Student Name: Email: Address: Phone:

Internship address:

Legal Representative, name:

Department, Service, Laboratory:

Internship Supervisor (IS) Name: Grade: Email: Date and signature of the IS:

Academic Supervisor Name:

KEYWORDS: tick words defining your topic

Immunology Immunopathology Oncology

Molecular Biology Biochemistry Bioinformatics

Microbiology Virology Host-pathogen interactions

Vaccinology Vaccine formulation Vaccine manufacturing

Adjuvants Quality control process Immunomonitoring

Epidemiology Infectiology Diagnosis

Preclinical trial Clinical trial Public health

Vaccine advertisement Other (specify):

Title of the research project:


51 /56

2016-2018 BIBLIOGRAPHY REPORT EVALUATION FORM

The student must attach this evaluation form to his/her Bibliography report and send them in one PDF

by email to [email protected] and to his/her Academic Supervisor, with the following title: 2018_

Bibliography report_YOURNAME. Submission deadline: March 15.

Evaluation deadline: June 15

Student Name:

Academic Supervisor Name:

Reviewer Name:

Criteria <10 fail

mark

10-12

pass

13-14 honors

15-16 high

honors

17-18 highest honors

19-20 highest

honors +

1. Critical scientific approach (70 %)

a. Is the topic situated well within the broader scientific context?

b. Is relevant, original and recent research cited and discussed critically?

c. Is specific vocabulary clearly defined and appropriately used?

d. Formulation of the concepts and questioning e. Does the student adopt a critical analysis of the

applied methodologies?

f. Does the student adopt a critical analysis of the published conclusion?

g. Are relevant open questions proposed for the next future?

2. Structure of the final document (30 %)

h. Is there a clear and logical structure?

i. Linguistic usage j. Quality of the figures, legends and display of

references (and footnotes if applicable)

Thank you kindly comment on the report below:

Date:

Reviewer signature:


52 /56

Bibliography report evaluation criteria

Critical scientific approach

Structure of the final document Introduction, concepts, terms

Results reported, critical analysis of methods and conclusions, open

questions

19-20

highest

honours

+

a. Exceptionally good situation of the subject within the broader scientific context

b. The cited research is relevant, original and recent'; the literature is critically interpreted and processed by the student

c. The vocabulary used demonstrates exceptional insight into the topic, the introduction is structured from an original but very functional perspective

d. The concepts and questioning are formulated in a very clear manner and are challenging but feasible within the time frame of the study

e. The methods reported are very clearly defined; the relevance of the applied methods for achieving the objectives is clearly analysed

f. Conclusions are very clearly reported and limitations are very clearly analysed

g. It is very clear that open questions for the future were sought, and the selection is highly relevant

h. Exceptionally smooth and pleasurably readable text, logical and coherent structure

i. Perfect linguistic usage j. Perfect use of references and perfect settings

of figures and their legends

17-18

highest

honours

a. Outstanding situation of the subject within the broader scientific context b. The cited research is relevant and recent; most of the cited literature is

critically interpreted and processed by the student c. The vocabulary used demonstrates outstanding insight into the topic d. The concepts and questioning are clearly formulated and feasible within

the time frame of the study

e. The methods reported are clearly defined; the relevance of the applied methods for achieving the objectives is analysed

f. Conclusions are clearly reported and limitations are clearly analysed

g. It is clear that open questions for the future were sought, and their selection are largely relevant

h. Smoothly readable text with a logical and coherent structure

i. Very good linguistic usage j. Very good use of references, very good settings

of figures and their legends

15-16-

high

honours

a. Very good situation of the subject within the broader scientific context b. The cited research is relevant and recent; a portion of the cited

literature is critically interpreted and processed by the student c. The vocabulary used demonstrates very good insight into the topic d. The concepts and questioning are clearly defined

e. The methods are reported f. Conclusions are reported and limitations are analysed to a lesser

extend g. Open questions for the future were sought, and most of them are

relevant

h. Easily readable text, logically structured i. Good linguistic usage j. Good use of references, good settings of figures

and their legends

13-14

honours

a. The subject is well situated within the broader scientific context b. The cited research is largely relevant; the literature is critically

interpreted by the student to a limited extent c. The vocabulary used demonstrates good insight into the topic d. The concepts and questioning are formulated

e. The methods used are present but only briefly defined f. Conclusions are reported but limitations are not analysed g. Open questions for the future are only briefly mentioned. Most

of them are relevant

h. Easily readable text with a largely logical structure

i. Occasional grammatical errors j. Good use of references but some errors or off-

topic in figures or their legends

10-12

pass

a. The subject is insufficiently situated within the broader scientific context b. The cited research is not completely relevant or recent; the literature is

not sufficiently interpreted by the student c. The vocabulary used demonstrates limited insight into the topic d. The concepts and questioning are unclear/incomplete

e. The applied methods are present but reported with some minor errors

f. Conclusions are not sufficiently reported g. Open questions for the future are only briefly mentioned. Some

of are relevant

h. Text is acceptable, but not easily readable and has no clear structure

i. Multiple grammatical errors j. Limited use of references and some errors or

off-topic in figures or their legends

<10

fail mark

a. The subject is barely, not or incorrectly positioned within the broader scientific context.

b. The cited research is nearly irrelevant; the literature is barely interpreted by the student at all

c. The vocabulary used demonstrates very limited insight into the topic d. The concepts and questioning are barely stated or not stated correctly

e. The applied methods are not reported correctly or are not present

f. Conclusions are barely stated or incorrectly stated g. Open questions for the future are not mentioned or

inappropriate to the topic

h. Very unclear text i. Frequent grammatical errors j. Incorrect use of references and multiple errors

or off-topic in figures or their legends

53 /56

2016-2018 MASTER THESIS EVALUATION FORM

The student must attach this evaluation form to his/her Master Thesis and send them in

one PDF by email to [email protected] and to his/her Academic Advisor, with the

following title: 2018_ Master Thesis_YOURNAME. Submission deadline: May 31.


Student Name: Academic Supervisor Name: Reviewer Name:

Criteria <10 fail

mark

10-12

pass

13-14 honors

15-16 high

honors


19-20 highest

honors +

1. Critical scientific approach (40 %)

a. Is the topic situated within the broader scientific context?

b. Is relevant, original and recent research cited and

discussed critically?

c. Insight into the topic

d. Formulation of the objectives

e. Definition of the applied methodology

f. Does the student adopt a critical view of the applied

methodology?

2. Results (40 %)

g. Are the results processed and analysed in a correct and

critical manner?

h. Are the results presented clearly?

i. Are the results interpreted within a broader context?

j. Structure and readability of the discussion

k. Are the results processed and analysed in a correct and

critical manner?

3. Structure of the final document (20 %) l. Is there a clear and logical structure, with coherence

between the various components?

m. Linguistic usage

n. Quality of tables/figures and graphs

o. Quality of the summary

p. Display of references and footnotes

Thank you kindly comment on the report below:

Date:

Reviewer signature:


54 /56

Master thesis evaluation criteria

1. Critical scientific approach 2. Results and discussion 3. Structure of the final document

Introduction and objectives Materials and methods

19-20

highest

honours

+

a. Exceptionally good positioning of the topic within the broader scientific context; the literature is critically interpreted and processed by the student

b. The literature cited is relevant, original and recent c. The structure of the introduction demonstrates exceptional insight

into the topic, the introduction is structured from an original but very functional perspective

d. The objectives are formulated in a very clear manner and are challenging but feasible within the time frame of the study

e. The applied methods are exceptionally well defined

f. The relevance of the applied methods for achieving the objectives is demonstrated clearly; limitations of the methods are stated exceptionally well

g. The results obtained are processed exceptionally well and analysed critically, and the analysis is of an exceptionally high level

h. The results are presented in an exceptionally clear and logical manner, and only the relevant results are displayed

i. The discussion places the obtained results within a broader scientific context and shows exceptional insight into the background of the research

j. The discussion is pleasant to read, comprehensive, yet ‘to the point’

k. Exceptionally smooth and pleasurably readable text, logical and coherent structure

l. Perfect linguistic usage m. Tables, figures and graphs of exceptional quality and

perfectly integrated into the text n. Perfect use of references o. High-quality summary that very clearly reflects the

structure and conclusions of the study

17-18

highest

honours

a. Outstanding positioning of the topic within the broader scientific context, most of the cited literature is critically interpreted and processed by the student

b. The cited research is relevant and recent c. The structure of the introduction demonstrates outstanding insight

into the topic d. The objectives are clearly formulated and feasible within the time

frame of the study

e. The applied methods are very clearly defined

f. The relevance of the applied methods for achieving the objectives is demonstrated; limitations of the methods are stated very clearly

g. The results obtained are processed in an outstanding manner and analysed critically, and the analysis is of an outstanding level

h. The results are presented clearly and logically, and only the relevant results are displayed

i. The discussion places the obtained results within a broader scientific context and shows good insight into the background of the research

j. The discussion is pleasant to read and comprehensive

k. Smoothly readable text with a logical and coherent structure

l. Very good linguistic usage m. Tables, figures and graphs of very good quality and

very well integrated into the text n. Very good use of references o. High-quality summary that clearly reflects the

structure and conclusions of the study

15-16-

high

honours

a. Very good positioning of the topic within the broader scientific context; a portion of the cited literature is critically interpreted and processed by the student

b. The cited research is relevant c. The structure of the introduction demonstrates very good insight

into the topic d. The objectives are clearly defined

e. The applied methods are clearly defined

f. The limitations of the method are discussed clearly to a certain extent

g. The results obtained are processed and analysed very well h. The results are presented clearly, but some of the results

presented are not relevant i. The discussion demonstrates insight into the background of

the research j. The discussion is pleasant to read

k. Easily readable text, logically structured l. Good linguistic usage m. Tables, figures and graphs of good quality and well

integrated into the text n. Good use of references o. Good summary

13-14

honours

a. The topic is well situated within the broader scientific context, and the literature is interpreted critically to a limited extent by the student

b. The cited research is largely relevant c. The structure of the introduction demonstrates good insight into

the topic d. The objectives are formulated

e. The applied methods are present and defined to a limited extent

f. The limitations of the method are discussed to a minimal extent

g. The results obtained are processed and analysed well h. The results are presented clearly enough, but not all of the

presented results are relevant i. The discussion demonstrates limited insight into the

background of the research j. The discussion is pleasant to read, but lacks some essential

points or is not always clear

k. Easily readable text with a largely logical structure l. Occasional grammatical errors m. Tables, figures and graphs can be clearer and better

integrated (more info ...) n. Good use of references o. Solid summary

10-12

pass

a. The subject is situated within the broader scientific context to a limited extent; the literature is barely interpreted by the student

b. The cited research is not entirely relevant or recent c. The structure of the introduction demonstrates limited insight into

the topic d. The objectives are unclear/incomplete

e. The applied methods are present but not clearly defined

f. The limitations of the method are not discussed

g. The results obtained are insufficiently processed and analysed

h. The results are presented incorrectly in part i. The discussion demonstrates very limited insight into the

background of the research j. The discussion is difficult to read and misses essential points

or is not clear

k. Text is acceptable, but not easily readable and has no clear structure

l. Multiple grammatical errors m. Tables, figures and graphs can be clearer and are not

well integrated into the text n. Limited use of references o. Summary does not accurately reflect the structure

and conclusions of the research

<10

fail mark

a. The topic is incorrectly situated within the broader scientific context; the literature is not interpreted by the student

b. The cited research is not relevant c. The structure of the introduction demonstrates very limited insight

into the topic d. The objectives are not reflected accurately

e. The applied methods are not presented correctly or they are missing

f. The limitations of the method are discussed incorrectly

g. The found data are not processed and analysed, or they are processed and analysed incorrectly

h. The results are presented incorrectly i. The discussion demonstrates incorrect insight into the

background of the research j. The discussion is very difficult to read and misses essential

points or is not clear

k. Very unclear text l. Frequent grammatical errors m. Tables and figures and graphs are unclear or incorrect n. Incorrect use of references o. Summary is unclear or absent

55

2016-2018 PROFESSIONAL WORK EVALUATION FORM

The student must timely provide this evaluation form to his/her Internship Supervisor. The

Internship Supervisor will fill out and send it by email to [email protected]


Student Name:

Internship Supervisor Name:

Criteria <10

fail

mark

10-12

pass

13-14

honors

15-16

high

honors

17-18

highest

honors

19-20

highest

honors +

1. Practice (20 %) a. Quality in protocol preparation

b. Precision in the execution of the experiments

c. Writing laboratory notebooks

d. Computer use

e. Learning new methods quickly

f. knowledge of how devices work

2. Laboratory life (20 %) g. Apply Good Laboratory Practice

h. Communication with researchers and students

i. Questioning in discussions and seminars

j. Initiatives in contacts outside the laboratory

3. Aptitude for research (60 %)

k. General knowledge in biology

l. Precision and critical reading of papers

m. Classify and prioritise information

n. Level of critical analysis of the results

o. Fluency in writing

p. Tenacity

q. Quality and originality of the results obtained

r. Display of references and footnotes

s. Ability to pursue doctoral studies

Thank you kindly comment on the behaviour of the student in the workspace:

Date:

Internship Supervisor Signature:


56

2016-2018 MASTER DEFENCE EVALUATION FORM

The jury will fill out this evaluation form and send it by email to [email protected]


Student Name:

Jury Member Names:

Criteria <10 fail

mark

10-12

pass

13-14 honors

15-16 high

honors


19-20 highest

honors +

1. Presentation (50 %)

a. Structure of the presentation & time control b. Knowledge: quality & quantities

c. Quality of the slides

d. Linguistic usage e. Interactive behaviour

f. Structure of the presentation & time control

2. Questions (50 %)

g. Accuracy of the response h. Correctness of the answer

i. Critical point of view j. Linguistic usage

k. Dynamic behaviour

Thank you kindly comment below:

Date:

Jury Member signatures:


Documents

Supplementary Document 1 LIVE Teaching Unit Sheets